<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712024000400222</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v48.4-2024-0013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O uso da gamificação no ensino da fisiologia renal]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of gamification in teaching renal physiology]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parahyba Júnior]]></surname>
<given-names><![CDATA[Marcelo Coelho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Renato Brito Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Weyne]]></surname>
<given-names><![CDATA[Karla Maryana Lima Loiola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nogueira]]></surname>
<given-names><![CDATA[Natália Pessoa Eufrásio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ponte]]></surname>
<given-names><![CDATA[Edson Lopes da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Gabriela Fernandes Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Leidiane Pinho da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Christus  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>48</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712024000400222&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712024000400222&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712024000400222&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdução: O modelo tradicional de ensino em que o professor é o mentor do processo educativo, tendo enfoque em extensas aulas expositivas, ainda é bastante predominante nas instituições de ensino de diferentes níveis de escolaridade. Esse cenário pode ser considerado incongruente com a nova era tecnológica e o novo modo de pensar. Em contrapartida, a gamificação é uma metodologia ativa que visa tornar o aluno o centro do aprendizado, a fim de aumentar o interesse dele e melhorar a absorção do conteúdo.  Objetivo:  O presente estudo visa analisar a percepção de alunos do segundo semestre de um curso de Medicina sobre a utilização de um jogo que contempla os principais conceitos da fisiologia renal.  Método: Trata-se de um estudo descritivo, do tipo prospectivo. A atividade consistiu em uma dinâmica que usou um jogo de tabuleiro com cartas sobre a fisiologia renal para 104 alunos. Em seguida, foi aplicado um questionário com 11 perguntas, majoritariamente objetivas, cujas principais variáveis investigadas foram a experiência prévia com a gamificação, a adequação da duração da aula prática, como os discentes avaliaram o uso da gamificação da aula prática, entre outras.  Resultado: Os resultados mostraram que a maioria dos alunos afirmou ser esse tipo de metodologia estimulante (93,3%) e que auxilia no estudo dos assuntos propostos (94,2%), consolidando os temas já vistos em sala de aula pelo método tradicional. Também foi pontuado pelos estudantes que a melhor maneira de assimilar o conteúdo seria adicionar a gamificação, após o método tradicional de exposição dialogada (61,5%). Quando questionados sobre a percepção do uso de gamificação nas aulas práticas, a maioria a classificou como ótima (65,4%) ou boa (30,8%).  Conclusão:  Diante dos resultados expostos, pode-se concluir que a gamificação se mostrou uma excelente aliada à aula teórica tradicional, servindo como mecanismo de sedimentação e aumento de interesse para os discentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction: The traditional teaching model, in which the teacher is the mentor of the educational process and focuses on extensive lectures, is still quite prevalent in educational institutions at different levels of education. This scenario can be considered incongruent with the new technological era and new way of thinking. In contrast, gamification is an active methodology that aims to make the student the center of learning, aiming to increase their interest and improve content absorption.  Objective: This study aims to analyze the perception of students attending the second semester of a medical course about the use of a game that covers the main concepts of renal physiology.  Method: This is a descriptive, prospective study. The activity consisted of a dynamic that used a board game with cards about renal physiology for 104 students. Subsequently, a questionnaire with 11 questions was applied, mostly objective, whose main variables investigated were previous experience with gamification, the adequacy of the practical class duration, how they evaluated the use of gamification in the practical class, among others.  Results: The results showed that most students stated that this type of methodology is stimulating (93.3%) and that it helps in the study of the proposed subjects (94.2%), consolidating the topics previously covered in the classroom using the traditional method. The students also pointed out that the best way to assimilate the content would be to add gamification, after the traditional method of dialogue exposition (61.5%). When asked about their perception of the use of gamification in practical classes, most students classified it as excellent (65.4%) or good (30.8%).  Conclusion: Given the results presented herein, it can be concluded that gamification proved to be an excellent ally to the traditional theoretical class, serving as a mechanism for sedimentation and increased interest for students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Gamificação]]></kwd>
<kwd lng="pt"><![CDATA[Fisiologia Renal]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Medicina]]></kwd>
<kwd lng="en"><![CDATA[Gamification]]></kwd>
<kwd lng="en"><![CDATA[Renal Physiology]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Medicine]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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